Photography - Lesson Plans

Date: February 16th, 2018

Subject:  Photography                

Grade: 12 

Topic:  Studio Lighting     

Essential Question: Learning the lighting equipment (how to use the lighting equipment)

Materials:  Studio lighting equipment, DSLR camera

Students need to be able to use a DSLR camera comfortably, have knowledge of the principals and elements of design, and understand the safety and rules of working in the studio setting with any and all equipment.

Life long learners

Students will continue to be life long learners as they progress through this lighting unit. They will gain practical skills and knowledge by improving their techniques in studio lighting, natural lighting, Photoshop, and using a DSLR camera on a manual setting.  Students will be able to use these skills in the future if they chose to pursue Photography as a career or a hobby. 

Sense of self, community, and place

Students will further learn about themselves (as photographers, artists, and people) as they work individually on their lighting assignments. Students will have to opportunity to work with classmates, friends, family or community members during the lighting assignment which will bring them closer to their place in reference to learning (which could be in or out of school). For the natural lighting assignments students will be required to go outside and explore places near their school (or further away outside of class time) so they can take the correct photographs and learn about their environment. 

Engaged citizens

Students will gain a stronger sense of community by working with people around them. They will have the ability to choose to use a subject from their community (maybe a grad photoshoot, family portraits, individual portraits, SLC/SRC photos, sports team photos, etc.).  Students will be encouraged to engage within their community and go above the basic requirements of the assignment by taking photos by taking photos of someone for a purpose more than just for the assignment. 

Developing thinking

Through the process of taking photographs and learning how to use studio light and natural light students will develop deeper thinking about how to properly light a subject for different occasions, different emotions, and different purposeful intentions that they want the photograph to have.  Using a DSLR camera on a manual setting will require the students to use a trial and error process until they find the correct settings and start learning how to adjust the camera based on the lighting around them. 

Developing identity and interdependence

By learning how to properly light photographs with both studio lights and natural light students will able to use these skills if they wish to pursue photography as a career path in any professional capacity.  Students will have the ability to help people take well lit photographs in many different settings regardless if it is for money or not.  Students will learn how to better use photoshop to progress their skills as a photographer and to potentially use these skills in a business setting later in live.

Developing literacies

Students will have a strong understanding of digital literacy because they will be proficient in Photoshop at a basic level. They will have developed literacy to properly use a DSLR camera on a manual setting, which means they have a level of understanding about ISO, aperture, metering, shutter speed, white balance, etc. Students will have developed a strong discourse in the language of photography.

Developing social responsibility

During the lighting unit students will need to work together at some points in order to complete some parts of the assignments (ex. Settings up studio lighting equipment)

2.2

2.4

2.6

3.2

4.1

During this lesson I will assess the students on their ability to properly use the lighting equipment.While we are working with the different lighting sets ups (depending on what is available at the school) I will check to see that the students are aware of the proper way in which to use the equipment regarding safety, set-up, take down, and use.During and after the demo students will be able to practice using the equipment so they can ask questions and feel comfortable before they do their assignment.While the students are practicing with the equipment I will also evaluate their use of a DSLR camera in combination with the lighting equipment.For example, looking at their ability to use a wireless flash trigger (the thing you attach to a camera and a light that transmits info between the two, so they are synced together), tripod, manual camera settings, and different lenses.Finally, I will assess the students as they take their images, upload them onto the computer, and bring them into photoshop.This will be a quick assessment of the student’s comprehension of technology between their DSLR camera and computer.The method of assessment that I will be doing during these times (demos, practice time, first use of equipment, and digital uploads) will be how I formatively assess the students.

At the end of this lesson I will assess the students on their final images which they must produce in a portfolio style.Students will be required to show examples through their photographs of their use and understanding of the equipment.The images will be more heavily assessed on their ability to use proper lighting (through colour, tone, contrast, exposure, value, and composition).Since this is a technical assignment (because it is a technical demonstration and this lesson will not take a lot of time) only a small portion of the assessment will be based on the student’s creativity.Their final portfolio of images will be required to contain a minimum of three images that show the students ability to correctly use the lighting equipment. Students will also be required to provide a written description along with each image.The description will include: type of lighting technique used (ex. Side light), brief explanation of image (ex. Why they took it, what the subject matter is, and any other information they want to provide about it), image size (since it is a digital submission), and the photographers name (their name).It is important for the students to fully label each image as if it was going to be submitted as a piece of work to a gallery/magazine/company or exhibited in a show.The method of assessment that I will be doing at the end of the lesson will be how I assess the students in a summative way.

I will start the lesson off by introducing the students to the studio area and the lighting equipment.Since this lesson is specifically about the use of equipment in the studio environment it provides students with the opportunity to get up, move around, and interact with the different equipment that they will be working with.It is an engaging and interesting way to start off a lesson and a new unit.

The main procedures of this lesson will be to teach the students about how to properly use the studio lights. The demo will start with the students being shown all the equipment and the studio space.Depending on what equipment the school has (tungsten lights, strobes, or both) students will be given a demo on all the different types of equipment. They will be shown how to set-up, use, and properly take down everything.After the demo is done students will be given the assignment and told what the expectations and criteria are.Then the students will be given time (a couple of classes- depending on how large the class is and how much equipment that they have access to use) to work on the assignment getting all three of their photos taken. They will upload the photos onto the computer and adjust any minor flaws in photoshop (if it is needed and does not change the overall quality or composition of the photo) then they will create a PowerPoint document and insert their images along with the required text for each image.After the student has completed their PowerPoint portfolio we will spend a class critiquing the portfolios together (in a positive and constructive way).

The adaptations and differentiations that I will use in this lesson will be to help students who are struggling and give students who are advanced the opportunity to do more.For the students who are struggling they will be able to have more one on one time with the equipment (so they can have more practice and feel more comfortable) and a slower or repeated demonstration if need be.Students will also be allowed time to work during class, at lunch, and before or after school when the teacher is available, so they can get more personalized help with the equipment.If a student is still struggling they may be partnered up with another student who has confidence in using the equipment and they will work together to each create three images for the portfolio.

For the students that are more advanced they will have the opportunity to take more images with more complicated types of lighting. They will also be able to do some inquiry-based learning and find different lighting techniques on their own that they want to try (there are many that can be found with a simple google search).They could then try these different lighting styles and hand in any additional work that they may do. These students may also be paired up with students who are struggling to help them complete the assignment, thus giving them a sense of accomplishment.

The lesson will close when the students hand in their portfolio of images.Students will have completed a demo of the studio learning about the lighting equipment and working with a DSLR camera.Once the digital portfolios have been submitted the entire class we have a critique of everyone’s images. We will discuss each person’s images in a healthy and constructive way, with specific focus on the way each person has lit their image and what their subject matter is.

This is the first lesson of this lighting unit.  This lesson brings the students into the lighting unit by introducing them to the studio area, the equipment, and using a DSLR camera in this environment.  This lesson provides students with the foundational information that they need to continue working through the assignments for this unit, each lesson builds upon the next by introducing new topics and ideas to students to further their knowledge and technical skill of lighting.  This lesson relates specifically to two outcomes for this unit module 18 - develop and demonstrate techniques employed by portrait photographers and module 19 - develop required skills to operate a variety of photographic businesses.  The students are starting to develop these outcomes in this lesson because of their new knowledge of studio lighting.  Studio lighting is a technique/skill that is required by portrait photographers to properly do their job.  It is also required information to operate a photographic business because photographers in any business must work with light at some point, which means they need to understand how light works and why it is important.  These are the foundational skills that students will begin to learn in this lesson, which will allow them to continue learning more in the next lesson.  The way in which I will assess students in this lesson plan are directly tied to the way the unit will be taught.  The majority of the assessment will be done formatively during the lesson as the students are learning and working with the equipment.  The summative form of assessment for this lesson will come from the student’s digital portfolio that they are required to submit after completing their three images.  Since this lesson is a technical demonstration style lesson the student’s images won’t be heavily graded on creativity but more so on their ability to correctly take the image with the lights (so the technical aspect of it). The students will have the opportunity later on in the unit to apply more creative style into their series of images after they have learned and developed the basic technical skills.  The lesson that will come directly after this lesson is manual camera setting with lights.  Student’s will learn how to properly use a manual setting on a camera with the lights after they have first mastered the technical skill of using the studio lights.  By slowing introducing one element at a time rather than introducing them all at once students are less likely to become overwhelmed and stressed out, which means they will understand and retain the information better.  The classroom management for this lesson will be fairly simple because all of the students will be working in the studio area with the teacher. They will be involved during the demo, by testing/practicing with the equipment or posing for the photos.  The demo won’t take up a lot of time, meaning the students will be able to start work on their project as soon as the demo is done, and not have to wait until the next day to remember what to do (lessening the change of the teacher having to go over the demo again). This lesson plan is laid out in such a way that is it ready to be used in a classroom. 

       
Date: March 3rd, 2018

Subject:  Photography 

Grade:  12

Topic: Manual camera setting with lights

Essential Question: How do you use a DSLR camera on a manual setting when working with studio lights?

Materials: DSLR cameras, studio lights, tripod, studio area (space for lights, backdrop, tripod, camera, etc.) backdrop (black or white), computers, Photoshop CC

What do they need to understand, know, and/or able to do?
Students need to be able to use a DSLR camera and they need to have an understanding of basic camera functions such as shutter speed, aperture, ISO, exposure composition, and white balance.  Students will need to understand how to use the lighting equipment (safety precautions, set up and take down, wireless transmitters, etc.) before they learn how to use the lights with their camera on a manual setting.  

Broad Areas of Learning:
Life long learners 
Students will continue to be life long learners as they progress through this lighting unit. They will gain practical skills and knowledge by improving their techniques in studio lighting, natural lighting, Photoshop, and using a DSLR camera on a manual setting.  Students will be able to use these skills in the future if they chose to pursue Photography as a career or a hobby.  

Sense of self, community, and place
Students will further learn about themselves (as photographers, artists, and people) as they work individually on their lighting assignments. Students will have to opportunity to work with classmates, friends, family or community members during the lighting assignment which will bring them closer to their place in reference to learning (which could be in or out of school). For the natural lighting assignments students will be required to go outside and explore places near their school (or further away outside of class time) so they can take the correct photographs and learn about their environment.  

Engaged citizens
Students will gain a stronger sense of community by working with people around them. They will have the ability to choose to use a subject from their community (maybe a grad photoshoot, family portraits, individual portraits, SLC/SRC photos, sports team photos, etc.).  Students will be encouraged to engage within their community and go above the basic requirements of the assignment by taking photos by taking photos of someone for a purpose more than just for the assignment.  

Cross-Curricular Competencies:
Developing thinking
Through the process of taking photographs and learning how to use studio light and natural light students will develop deeper thinking about how to properly light a subject for different occasions, different emotions, and different purposeful intentions that they want the photograph to have.  Using a DSLR camera on a manual setting will require the students to use a trial and error process until they find the correct settings and start learning how to adjust the camera based on the lighting around them.  

Developing identity and interdependence 
By learning how to properly light photographs with both studio lights and natural light students will able to use these skills if they wish to pursue photography as a career path in any professional capacity.  Students will have the ability to help people take well lit photographs in many different settings regardless if it is for money or not.  Students will learn how to better use photoshop to progress their skills as a photographer and to potentially use these skills in a business setting later in live.

Developing literacies 
Students will have a strong understanding of digital literacy because they will be proficient in Photoshop at a basic level. They will have developed literacy to properly use a DSLR camera on a manual setting, which means they have a level of understanding about ISO, aperture, metering, shutter speed, white balance, etc. Students will have developed a strong discourse in the language of photography. 

Developing social responsibility
During the lighting unit students will need to work together at some points in order to complete some parts of the assignments (ex. Settings up studio lighting equipment)

Outcome(s):
Module 3-Demonstrate proficiency of image capture through manipulation of camera settings.
Module 18-Develop and demonstrate techniques employed by portrait photographers.
Module 19-Develop required skills to operate a variety of photographic businesses.

PGP Goals:
2.2
2.4
2.6
3.2
4.1
4.2

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.  
The formative assessment for this lesson will come from the in-class work where I will be able to watch the students work with the lighting equipment, a DSLR camera on a manual setting, a tripod, and the general studio area.  After giving the students a demonstration of how to use set the camera and use it with the lights I will put them into groups of two-four (based on class size) and then they will have the opportunity to work with the equipment.  During this time, I will be able to help the students if they require extra assistance or get the students who feeling comfortable with this work to help their peers.  
              

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
The summative assessment for this assignment will come from the technical assignment that will be due a few days after the demo (this will be determined after the first lesson so I am able to see if students are understanding this quickly or require more time to practice, the size of the class and amount of available equipment will also factor into this time frame).  So, approximately three days after the initial lesson (and a couple days of work periods) students will submit the technical images.  The student’s images will be more heavily graded on technical skill and understanding of equipment than the creative quality or esthetic of the image (therefore it is called a technical assignment) the creative portfolio will come at the end of the unit.  The technical assignment will only require two or three photos, which will be enough to show an understanding of the lesson.  

Motivational/Anticipatory Set (introducing topic while engaging the students)
The motivational set for this assignment will come from the initial discussion of the equipment that will be used and talk about famous photographers who employ the techniques that the students are about to learn (studio lighting photography).  Discussing professional studio photographers may give the students who are interested in pursuing the arts as a career more motivation to look at other artists and do research on their own.  This will also make the students aware that there many people who choose the arts as a career path and when it comes time to do a presentation/assignment on a professional photographer the students will already know some people’s names.  I will use the “I notice/I wonder” Brainstorm from the Following their voices FNIM teachings booklet (which I was given at my placement). 

Main Procedures/Strategies:
The main procedures will go as follows:
Introduction to the lesson - discussion of outcomes, discussion of equipment (safety precautions, working in the studio with equipment, appropriate use of equipment, what an appropriate image Is, etc.) 
Discussion of professional photographers and images of their work – employment possibilities from learning studio lighting and manual camera settings (The “Activating and Connecting Strategies” from the Following their voices FNIM teachings booklet will be used during the first part of the lesson to connect the student prior knowledge to the current/upcoming knowledge)
“Co-construction of Criteria” students and teachers will brainstorm and discuss essential elements for the lesson and technical assignment (This teaching strategy comes from the Following their voices FNIM teachings booklet) 
Since students are constantly learning new terminology during a photography class we will be using the “Vocabulary Acquisition Strategies” outlined in the Following their voices FNIM teachings booklet throughout the entire lesson
Students will all go get a DSLR camera and move into the studio area so that the manual camera settings can be gone over
Sitting together in a group (working in pairs if there aren’t enough cameras or if students don’t feel comfortable with a camera) students will be questioned on the different camera functions and we will talk about why and how we adjust/use the different functions
Students will then be free to get a tripod and start working with the lighting equipment (if there is extra space/lighting equipment it can be set up it a different area of the classroom) 
Students will take pictures until they feel confident in two-three of their images (they have two or three work periods to do this so there isn’t a rush)
Some students may spend time planning out their photoshop prior to shooting
When students have their images up on the computers they will be encouraged to walk around and look at their peer’s images, providing them with critical feedback, suggestions, or positive comments (we will do this by using the “Gallery Walk” method from the Following their voices FNIM teachings booklet)
Students will spend a couple of days (the exact numbers of class periods will be determined after the initial lesson, so I know where the students are at and if they need an extra class or not) 
The technical assignment will be handed in approximately three days after the initial introduction of the lesson

Adaptations/Differentiation:
The adaptations and differentiations will come from the discursive teaching strategies that I will use from the Following their voices FNIM teachings booklet.  The students who finding the material difficult will be able to work one on one with the teacher or with a student who finds this lesson easier.  For the students who find this lesson easier, they will have the opportunity to submit more photographs for the technical assignment, complete a photoshoot plan, and create more detailed photographs in terms of creativity and esthetics.  

Closing of lesson:
The closing of the lesson will be a short mini critique of the students submitted images.  The critique will start with a “Gallery Walk” which comes from the Following their voices FNIM teachings booklet.  After the students have returned to their seats each person will have their images displayed on the projector screen (one at a time) and a larger group critique will commence.  Students will have the opportunity to give their peers critical feedback, suggestions, and or positive comments.  Critiques are a crucial part of a photography course and a crucial part of community development for students in art-based courses because they need to feel comfortable sharing something that isn’t judged on just one criteria (ex. A math equation has one answer where as a photograph is completely subjective to the viewer).  Students gain stronger literacy levels from critiques and they also learn how to critically speak about something/someone without being mean. 

Personal Reflection:    This semester I have been placed at Bedford Road Collegiate Institute which in an inner-city school in Saskatoon that has a high population of FNIM students.  Our school struggles to have many of students show up for school, attend classes, do any schoolwork, or graduate. Therefore, our school has started using a program called Following their voices.  This discursive teaching practice initiative has been created by FNIM children, adults, elders, and advocates for them in the school.  The initiative is aimed at not teaching at FNIM students but teaching to them in a positive way.  There are some subjects such as Visual Arts where is becomes inappropriate and cultural appropriation to teach FNIM art methods, the only way to do this is to bring in an elder.  But, since bringing an elder in for every lesson is not a practical or possible thing to do there are now other options that don’t border on cultural appropriation (ex. Following their voices). 
          This is a quote directly from the website which explains further: “Following Their Voices is an initiative designed to raise the educational achievement and participation of Saskatchewan's First Nations, Métis and Inuit students. Following Their Voices focuses on enhancing relationships between students and teachers, creating structures and supports for teachers and school administrators to co-construct teaching and learning interactions with students and creating safe, well-managed learning environments. Following Their Voices is based on research that was conducted with First Nations and Métis engaged and non-engaged students, parents/caregivers, teachers and school administrators about what is needed in order to be successful as a First Nations or Métis student in school. The ‘voices’ of these groups of people were profound in terms of the issues they identified. Their words and insights, along with international research, and guidance and advice from Elders and Knowledge Keepers formed the foundation of this initiative.” (https://www.followingtheirvoices.ca/#/ftv/document/5). 
       This initiative has allowed me to feel more comfortable and confident in bringing FNIM content into my lesson because I do not have to worry about cultural appropriation from creating photography assignments with FNIM content.  I fully believe that this initiative needs to be taught in our classes on campus, it will make more teachers feel confident about using methods that were developed specifically by FNIM students for FNIM students.  I am very happy that I learned about this initiative and have able to include it into my lessons from now on.  “Following Their Voices is about education that accelerates learning; where learning is joyful, culture is affirmed and students are given real choice for their future. The logo has captured this vision ‘in a good way’ with the knowledge, prayers and expertise from the Following Their Voices Elders.” (https://www.followingtheirvoices.ca/#/ftv/document/5)  

The new inclusions that I made in this lesson plan and the same type of inclusions that I put into my unit plan.  I improved my unit plan significantly by adding new discursive inclusive teaching strategies that relate to FNIM students.  

Reference 
Following their voices. https://www.followingtheirvoices.ca/#/landing

Date: April 2nd, 2018

Subject:  Photography 

Grade:  12

Topic: Advanced Photoshop knowledge 

Essential Question: Is it possible to add specific lighting into a photograph after taking it? If so, how? 

Materials: Computers (class size lab- computers hopefully have at least 8GB of RAM), DSLR cameras, memory cards, camera to USB cord (to plug into computer) or SD card reader at computer, internet access, Photoshop CC, Microsoft PowerPoint, and tripod (if students choose to use one).

Students need to have a strong understanding of the basic Photoshop tools and adjustment functions such as: zoom, move, clone stamp/spot heal brush, eye dropper, magic wand, quick selection, brightness/contrast, levels, curves, exposure, hue/saturation, colour balance, etc. this lesson will build upon these basic skills. Students need to be proficient at using file formats such as CR2 and TIFF (changing the camera settings to RAW, uploading them as a CR2 file and converting them to TIFF) as well as being comfortable with a DSLR camera and taking an image on a manual setting. The student’s basic computer, Photoshop, and camera skills are expected to be strong because to take Photography 30 there are prerequisites (Photo 10 and 20).

Life long learners

Students will be continuing to be life long learners as they progress through this lighting unit. They will gain practical skills and knowledge by improving their techniques in studio lighting, natural lighting, Photoshop, and using a DSLR camera on a manual setting.  Students will be able to use these skills in the future if they chose to pursue Photography as a career or a hobby. 

Sense of self, community, and place

Students will further learn about themselves (as photographers, artists, and people) as they work individually on their lighting assignments. Students will have to opportunity to work with classmates, friends, family or community members during the lighting assignment which will bring them closer to their place in reference to learning (which could be in or out of school). For the natural lighting assignments students will be required to go outside and explore places near their school (or further away outside of class time) so they can take the correct photographs and learn about their environment. 

Engaged citizens

Students will gain a stronger sense of community by working with people around them. They will have the ability to choose to use a subject from their community (maybe a grad photoshoot, family portraits, individual portraits, SLC/SRC photos, sports team photos, etc.).Students will be encouraged to engage within their community and go above the basic requirements of the assignment by taking photos by taking photos of someone for a purpose more than just for the assignment.

Developing thinking

Through the process of taking photographs and learning how to use studio light and natural light students will develop deeper thinking about how to properly light a subject for different occasions, different emotions, and different purposeful intentions that they want the photograph to have.  Using a DSLR camera on a manual setting will require the students to use a trial and error process until they find the correct settings and start learning how to adjust the camera based on the lighting around them. 

Developing identity and interdependence

By learning how to properly light photographs with both studio lights and natural light students will able to use these skills if they wish to pursue photography as a career path in any professional capacity.  Students will have the ability to help people take well-lit photographs in many different settings regardless if it is for money or not.  Students will learn how to better use Photoshop to progress their skills as a photographer and to potentially use these skills in a business setting later in live.

Developing literacies

Students will have a strong understanding of digital literacy because they will be proficient in Photoshop at a basic level. They will have developed literacy to properly use a DSLR camera on a manual setting, which means they have a level of understanding about ISO, aperture, metering, shutter speed, white balance, etc. Students will have developed a strong discourse in the language of photography.

Developing social responsibility

During the lighting unit students will need to work together at certain times in order to complete some parts of the assignments (ex. Settings up studio lighting equipment). Students will gain social responsibility by helping one another out on site when shooting (A teacher may not be present if it is outside of the school grounds).

Module 11C - Demonstrate increasing expertise using software to improve digital images.

Module 18 - Develop and demonstrate techniques employed by portrait photographers.

Module 19 - Develop required skills to operate a variety of photographic businesses.

1.1

1.4

2.2

2.4

2.6

During this lesson the students will be assessed as they move through the various stages.The first formative assessment will come after the student has successfully taken a “flat or badly lit photograph”. I will be able to see that the student has the knowledge to use the manual camera setting mode to take this type of image, it is more difficult to take a poorly lit photo that is still useable (sometimes) than a well-lit photo.As I walk around the room and watch as the students use the computers (uploading images and using Photoshop) I will be able to see exactly what level each student is at (I will be evaluating their level of digital literacy and knowledge).

The final evaluation of this lesson will come from the student’s final images which they will submit to me.The “gallery walk” style critique or formal critique (depending on what the students choose) will be part of the final assessment also. I will be able to see how all the students react and relate to each person’s images which helps me when I assess the final photograph. The students will also have the opportunity to provide me with a self-assessment (defense of their image(s) – artist statement) which will be taken into consideration when marking is done.

The motivational set for this lesson will be a website which we will all look at together on the projector. The website is https://creators.vice.com/en_au/article/ev4kmk/photographer-light-mimic-magic-reality and it showcases a photographer who uses Photoshop to digitally add in lighting effects.His images are far more advanced then what the students will initially accomplish for their first image, but they may wish to try one of his methods after they have successfully been able to properly adjust the lighting of an image on Photoshop.

Students will create two (or more) photographs to hand in.The Initial photograph will be a simple edit of adding in the correct lighting to the photograph by making adjustments, so it becomes properly lit.After that the student’s will have the freedom (because of the inquiry style of this project) to choose a method in which they want to digitally manipulate light into a photograph (in anyway they can image).

Initially the student’s will go out and take photographs (with flat light across the image) this will be difficult for them to do because they have been learning how to properly light their images, but it is very important to take a “boring” photo.On successful completion this task students will then come back to the classroom and upload their photographs on the computer and open them in Photoshop CC.They will be opened as RAW images and the students will then begin the initial editing (minor touches will be done in the RAW image file).Once the student feels confident in their image(s) they will save it as a TIFF file (with the highest quality- largest file size) and open it as a working TIFF file.Students will first same the image as a working TIFF file (editing the name of this file from the original saved image in case they want to go back and work from the start again).At this stage each person will begin their own unique method of adjusting the light/adding light into the photograph in whatever way they will feel fits the image. This could be done in a variety of methods using a variety of adjustments and tools (the student has the freedom to try new methods and techniques) this adds a type of inquiry based learning into the lesson because the student must spend time working with the program finding out what works and what doesn’t for each particular image (they may also do research into a particular technique that they wish to try).The final stage will come after the students have completed the editing on their photograph(s) and show them to their peers in a “gallery walk” style critique or a formal critique (this choice is decided by the students).

The adaptations and differentiations for this lesson will be up to the students (mostly).This lesson is inquiry based and will be as difficult or as simple as the student wants to make it based on what kind of lighting they want to attempt to build into their photograph(s).This provides every student an opportunity to succeed and feel good about the images that they produce because they know that they had the freedom to make something challenging.

The lesson will close with either a “gallery walk” style critique or a formal critique.In both instances the students will be given constructive feedback from their peers on their work.We will have a group discussion about the positive aspects of an inquiry-based project like this and everyone will be given the opportunity to talk about their choice of work and image.The peer feedback and general conversation about the photographs is the most important part of closing a lesson, it allows the students to think about the improvements they can make and how they can progress from this point forward.

This lesson is completely based around the use of technology and would not be possible without the existing technology.  Photography was originally done in the dark room with no technology at all and now the entire study/profession/teaching (at a high school level) is completely developed around and relies on technology.  As the technology gets better and better so do the skills of photographers because they are able to develop new skills and techniques.  I have been extremely lucky in my own schooling and now in my teaching that I have had access to some of the best quality equipment and technology that I could want as a photographer and therefore I have never been limited in my ability to create and accomplish the tasks that I want to try.  My digital literacy in the realm of photography is advanced because of this and my push to gain new information and continue to be a lifelong learner is there with every lesson because I am aware of the ever-changing way that technology is. 

1. I plan lessons and assessment based on provincial curriculum – This lesson has been designed around specific outcomes from the provincial curriculum that relate to Photography 30,  students will meet these outcomes (or have a better understanding of them) after this lesson. 

2. I make student learning goals for each lesson/task – The learning goals that the students will meet for this lesson are integrated into the technological aspect of using Photoshop.  They also have goals with regard to using camera, uploading files, etc. But the most important part of this lesson comes from the student working with new and more advanced Photoshop techniques. 

3. I know which instructional strategies to pick at given times – I have an extensive background in photography and because of this I feel confident in my ability to choose appropriate strategies to teach.  From personal experience I know what type of instructional strategy works for different areas of learning.  In photography a demo is the most effective and important form of instructional strategy. A demo can be done in many ways from a physical demonstration of equipment to a tutorial demonstration of Photoshop.

4. My lessons are ready to be used – My lesson is built so that it could be used tomorrow in a class (and I actually have used some of these lessons in class - they have worked very well!). 

5. I create formative assessments – The formative assessment that I have created is a practical way that students can be assessed.  It gives students a variety of ways to showcase their strengths and it gives the teacher a lot of different ways to evaluate students. 

6. I create summative assessment – I have created an appropriate summative assessment for the students to be evaluated on.  The students will also include a self assessment and have some form of a critique which will all be included in their final assessment. 

7. I set and use goals for enhancing my professional development – The goals that I have for this project allow me to grow as a teacher. Since this project is designed to be inquiry based the students will be teaching me what they are learning and showing me new Photoshop techniques that I might have not used or seen before. 

10. I can incorporate technology in my planning – Technology is fully incorporated into this and every lesson from this unit because photography is fully inclusive of technology. 

11. I can demonstrate a culturally responsive instructional stance -  I can demonstrate a culturally responsive instructional in this lesson because I am incorporating Following Their voices techniques into my lesson.  I have learned this semester in my placement that including FNIM content is NOT always appropriate to do.  The way that our public-school system is going is to incorporate FNIM teaching methods rather than content (when it is appropriate to do so).  Changing our teaching methods and incorporating discursive teaching strategies from the Following Their Voices teaching booklet is extremely important.  Elders and FNIM students helped design this book in order to show teachers how to teach FNIM students. 

12. I can use all four types of questions – Yes, I have covered all four types of questions (Hook, Lead, Guide, Essential).

14. I understand how to plan for differentiation and adaptation – I feel confident in my understanding of differentiation and adaptation. I feel that this lesson demonstrates a great plan for differentiation and adaptation because this lesson is inquiry based.  Inquiry based learning gives affordances to students to choose/work too their own level.

15. I create engaging learning activities and tasks – The learning tasks and activities for this lesson are active (going out to take photographs), fun and engaging for students (inquiry-based learning, they can choose their own learning which engages them in something they are interested in).

16. My planned activities would improve the discipline specific literacy skills of my students – yes, my planned assignments strongly improve the digital literacy skills of the students because it is specifically working with Photoshop. 

17. I can create a unit that would achieve the outcomes and the indicators – My unit meets all of the outcomes and indicators that I have indicated.  The outcomes that I put into this unit plan specifically relate to each and every lesson that I have created/outlined. 

18. The final task in my unit elicits evidence of application in a new situation – Yes, the final task shows that my unit elicits evidence of application within different situations.

19. I can create a unit that would assess the outcomes and indicators – My unit assess the outcomes of my students in a productive and equal way.  A final portfolio critique is a great way for students to create a finish product that can be evaluated by the teacher, themselves, and their peers in a safe and comfortable way.  Module 11C - Demonstrate increasing expertise using software to improve digital images. – after working through the Photoshop lessons.

Module 18 - Develop and demonstrate techniques employed by portrait photographers. – after working through all the specific studio lighting lessons.

Module 19 - Develop required skills to operate a variety of photographic businesses. – after working through all of the lessons students will understand the logistics of how a professional photograph runs a business (shooting time, editing time, technical skills, camera skills, use of equipment etc.).

20. Improvements in my unit plan show my increased understanding – The improvements that I have made in my unit (blue highlighted section) add in further detailed information about technology and improve my unit plan so that it is stronger.  Technology is Photography is very important and utilized at every stage of the course in one way or another.

Date: April 2nd, 2018

Subject:  Photography 

Grade:  12

Topic:  Light Painting 

Essential Question: How do you paint with light in a photograph, without the use of Photoshop editing? 

Materials: A fully dark room (or students can shoot at night in a safe dark space), flash lights/mini lights/finger lights/string lights/candle (any kind of light source they can move around by hand), DSLR camera, memory card, tripod

Students need to understand the basic camera functions of a DSLR prior to this assignment because they will be using a new mode called BULB.Students must understand how a camera gathers light with regards to a darkened area (ie. Knowing how to take photos at night).They will need to have the ability to use a tripod and a wireless remote trigger (unless they bring a partner along).Understanding of the principals and elements of design will be a strong asset to the students as they take these images, particularly image composition.

Life long learners

Students will be continuing to be life long learners as they progress through this lighting unit. They will gain practical skills and knowledge by improving their techniques in studio lighting, natural lighting, Photoshop, and using a DSLR camera on a manual setting.  Students will be able to use these skills in the future if they chose to pursue Photography as a career or a hobby. 

Sense of self, community, and place

Students will further learn about themselves (as photographers, artists, and people) as they work individually on their lighting assignments. Students will have to opportunity to work with classmates, friends, family or community members during the lighting assignment which will bring them closer to their place in reference to learning (which could be in or out of school). For the natural lighting assignments students will be required to go outside and explore places near their school (or further away outside of class time) so they can take the correct photographs and learn about their environment. 

Engaged citizens

Students will gain a stronger sense of community by working with people around them. They will have the ability to choose to use a subject from their community (maybe a grad photoshoot, family portraits, individual portraits, SLC/SRC photos, sports team photos, etc.).  Students will be encouraged to engage within their community and go above the basic requirements of the assignment by taking photos by taking photos of someone for a purpose more than just for the assignment. 

Developing thinking

Through the process of taking photographs and learning how to use studio light and natural light students will develop deeper thinking about how to properly light a subject for different occasions, different emotions, and different purposeful intentions that they want the photograph to have.  Using a DSLR camera on a manual setting will require the students to use a trial and error process until they find the correct settings and start learning how to adjust the camera based on the lighting around them. 

Developing identity and interdependence

By learning how to properly light photographs with both studio lights and natural light students will able to use these skills if they wish to pursue photography as a career path in any professional capacity.  Students will have the ability to help people take well-lit photographs in many different settings regardless if it is for money or not.  Students will learn how to better use photoshop to progress their skills as a photographer and to potentially use these skills in a business setting later in live.

Developing literacies

Students will have a strong understanding of digital literacy because they will be proficient in Photoshop at a basic level. They will have developed literacy to properly use a DSLR camera on a manual setting, which means they have a level of understanding about ISO, aperture, metering, shutter speed, white balance, etc. Students will have developed a strong discourse in the language of photography.

Developing social responsibility

During the lighting unit students will need to work together at certain times in order to complete some parts of the assignments (ex. Settings up studio lighting equipment). Students will gain social responsibility by helping one another out on site when shooting (A teacher may not be present if it is outside of the school grounds).

Module 3C - Demonstrate proficiency of image capture through manipulation of camera settings.

Module 18 - Develop and demonstrate techniques employed by portrait photographers.

1.1

1.2

1.4

2.2

2.4

2.6

The formative assessment for this lesson will come during the demo, the practice, conversations between students (about ideas for this project, collaborating, materials, etc.), and the actual shoot (if they do it at school-if the school has a space). During the demo students will be given the opportunity to try out different materials that the teacher has brought (different coloured lights, different styles of lights, etc.) they will also be able to get comfortable in the space and try using BULB mode on the camera.The conversations that the students have for this project will be important because it is so vastly different than any other style of photography that they have covered before it becomes a trial and error process to figure out what works and what doesn’t.Sharing this information with their peers will be valuable so that when someone finds something that works others can then try it (ie. Someone found a specific setting that worked well with a certain kind of light). If students, choose to do the actual shoot at school the teacher will be able to take note of how it is going and how much trouble shooting is required before they figure out what camera settings work.For those students who choose to shoot at night on their own it becomes a less controlled environment, so it may be more difficult to get a successful image without a lot of trial and error.

The summative assessment for this unit will come from the final image(s) that they hand in as part of their portfolio.The students will go through the same process as every other time they hand in an assignment, complete a self-assessment sheet, write an artist statement and then submit it.The in-class assessment will come from their peers during a group critique in either a “gallery walk” style as per the Following Their Voices FNIM teaching booklet and/or a formal critique (the class will decide).Students will get critical feedback from their peers while at the same time providing critical feedback.This will not be assessed as a technical assignment because it is not a technical skill, it is an abstraction of using light in a conventional way which allows the students to express themselves creatively.

The motivational set for this lesson will be an introduction to light painting through professional photographers who do this.One person that will be looked at is Darren Pearson, students will look at his Instagram account called Dariustwin (where they can then “follow” him if they so choose).This website will be used to look at other famous light painting Photographers https://petapixel.com/2013/08/27/10-amazing-light-painting-photographers/ this will give the students inspiration and the opportunity to look more closely at one of these individuals work if they so choose (inquiry based learning).

The main procedures of this lesson will go as followed:

Introduction to light painting – motivational set with images

Discussion of materials used in light painting (showing them and passing them around as we talk and brainstorm what materials would work- writing the list on the board so students have a reference)

Demo of how light painting works in a dark room (somewhere in the school – or a make shift area in the photo room with all the lights, computers screens, and everything turned off)

Practice time for the students to use a camera in the dark space and get accustomed to shooting in the dark (particularly learning to use BULB mode) also time to practice using some of the different light sources (that are available) in the dark, seeing what they look like, what colours they are, etc.

Time to plan shoot, brainstorm ideas of where they want to shoot, what they want to shoot, how they want to shoot it, materials they need etc. – students will create a list of everything and write it down as a plan (some may spend time googling Photographers to figure out how they want to approach the assignment), students will be encouraged to draw out the image that they want to paint with light in their photograph

Shoot time – students will be given a couple of classes to spend time shooting or practicing if they are going to shoot at night outdoors or somewhere else

Editing – students will have a couple of classes to upload images onto the computer and spend time making sure their image looks the way that they want it too (this does not mean full digital editing, just small touch ups as needed, exposure, colour, etc.)

Critique day – we will all get together as a group and have a critique of the images in either a “gallery walk” style as per the Following Their Voices FNIM teaching booklet and/or a formal critique (the class will decide). Then students will submit their work digitally online into their portfolio.

The adaptations and differentiations in this lesson will again come from the students.They have the ability to make this assignment as difficult or as easy and they want it to be.Based on their individual skill level (and interest in this lesson) they may choose to do something extremely complicated or something easier, either is acceptable.Students will approach this project as a kind of an inquiry-based assignment because they will need to do their own research and thinking to figure out what they want to do and how exactly to accomplish it (It is a lot more difficult than just pointing and shooting).Some students will find this assignment difficult while others may love this style of photography, but because there are so many different assignments within each unit the student does not have to %100 love each and every lesson (they have the freedom to be creative and challenge the concept of photographic art.

The lesson will close with a critique of the final image(s) that each student has produced.The critique will be together as a group and the students will decide to do it in either a “gallery walk” style as per the Following Their Voices FNIM teaching booklet and/or a formal critique (the class will decide). Finally, students will submit their work digitally online into their portfolio.

This lesson is heavily focused on the creative, expressive, and inquiry-based learning of the student.During this lesson they will have the freedom to explore an avenue of this style of photography and find something that interests them.This lesson includes appropriate outcomes that relate directly to the curriculum and it includes important PGP goals for myself.This lesson will be fun and engaging for students, it includes technology and it will be taught in a culturally respectful and responsible way by using the techniques found in the Following Their Voices FNIM teaching booklet.